Dropout Data Report Department of Student Services Office of Dropout Prevention, Intervention & Recovery Services

Transcription

1 Volume 20 WINSTON-SALEM FORSYTH COUNTY SCHOOLS Department Student Services Office Dropout Prevention, Intervention & Recovery Services Dropout Data Report

2 Winston-Salem /Forsyth County Schools Department Student Services Office Dropout Prevention/Intervention Dr. Donald L. Martin, Jr. Superintendent Dr. Kenneth Simington Assistant Superintendent Student Services Nina L. Cassidy Dorothy Francis Program Specialists Office Dropout Prevention, Intervention & Recovery Services 1605 Miller Street Winston-Salem, NC Phone Fax

3 Table Contents SECTION 1 SECTION 3 (CONTINUED) State Executive Summary/Analysis 2 Parkland High 55 Dropout and event rate defined 5 Reagan High 58 Data Collection 6 Reynolds High 61 Reasons for dropping out 7 West High 64 Gender and race dropout 10 Carter Vocational 67 Summary 14 Griffith Academy 70 Forsyth Middle College 73 Kennedy Learning Center 76 SECTION 2 Winston-Salem Preparatory Academy 79 Dropout Prevention Mission Statement 16 Nineteen Years Dropout Data SECTION 4 Eight Year State and Local Comparison 17 Nineteen Years Dropout Data Graduation Rate 82 Eight Year State and Local Comparison 19 Graduation Rate Comparison 83 Dropout Summary Grades Implications 85 By Age State and Local Comparison 22 Ethnic Breakdown 23 Dropout Reasons Grade Dropout Data For Middle Schools 26 Dropout Data For High Schools 27 Descriptive Statistical Summary 28 SECTION 3 Regular High School Summary 30 Atkins School Biotechnology 31 Atkins School Computer Tech 34 Atkins School Pre-Engineering 37 Carver High 40 East Forsyth High 43 Glenn High 46 Mount Tabor High 49 North Forsyth High 52

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5 Section 1 State Executive Summary Information in this section taken from Dropout Data Report, , Department Public Instruction. N orth Carolina General Statute 115C-12(27) requires the compilation an annual report students dropping out schools in the state. are reported for each Local Educational Agency (LEA) and charter school in the state, and event dropout rates are computed. The event dropout rate is the number students in a particular grade span dropping out in one year divided by a measure the total students in that particular grade span. Currently, rates are calculated for grades 1-12, 7-12, and The event rates are also referred to as duplicate rates, since a single individual may be counted as a dropout more than once if he or she drops out school in multiple years. However, no student who drops out is counted more than once each year. For the purposes this analysis, dropout events do not include students below the compulsory school age or students in Pre-kindergarten or Kindergarten. A dropout is defined by State Board policy (HSP-Q-001) as any student who leaves school for any reason before graduation or completion a program studies without transferring to another elementary or secondary school. For reporting purposes, a dropout is a student who was enrolled at some time during the previous school year but who was not enrolled (and who does not meet reporting exclusions) on day 20 the current school year. Schools that cannot document a former student s enrollment in a US school must report that student as a dropout. An exception is made for students who are known to have left the country. Schools are allowed to exclude from their dropout count initial enrollees, students who leave school within twenty days their first enrollment in a particular LEA, or school district. Reporting exclusions also include expelled students and students who transfer to a private school, home school, or a state-approved educational program. Students who are not enrolled on day 20 because they have serious illnesses or are serving suspensions are also not counted as dropouts. Since 1998, dropout rates have included the dropout events students who leave the public schools to attend community colleges. For this report, the Office Agency Operations and Information Management in the North Carolina Department Public Instruction collected and compiled data submitted by each local school district and charter school. The data are self-reported by the districts, and the State agency does not conduct an ficial audit. The school districts across the state began submitting their data in October To facilitate accurate reporting, DPI ran error checks 2

6 and placed error reports and listings apparent duplicate dropouts on a secured website for review by the schools and LEAs. Corrections and verifications were completed by all schools and LEAs by December, General Findings High schools in North Carolina reported a dropout rate 4.97%, a decrease from the 5.24% rate reported from the previous year. Grades 9-12 reported 22,434 dropouts in Each grade 9-12 reported a decrease from There are decreases in 57% (66 115) the Local Educational Agencies (LEAs), accounting for a reduction in 1,898 dropouts. Dropout Rates: o LEAs reporting the lowest dropout rates are Chapel Hill-Carrboro, Dare, Newton Conover City, Elkin City, Mt. Airy City, Hertford, Yadkin, Guilford, Union, and Iredell-Statesville. o LEAs reporting the highest dropout rates are Hickory City, Jackson, Swain, Madison, Mitchell, Yancey, Roanoke Rapids City, Kannapolis City, Granville, and Edgecombe. o The largest 3-year decreases in grades 9-12 dropout rates are located in Hertford, Dare, Jones, Graham and Burke. o LEAs with the largest 3-year rate increases were Hyde, Charlotte- Mecklenburg, Washington, Thomasville City, and Moore. Dropout Count: o The 22,434 dropouts recorded in grades 9-12 represented a 4.7% decrease from the 23,550 reported in o The largest 3-year decreases in dropout count for grades 9-12 are found in Burke, Durham, Robeson, Lee, and Vance. o LEAs with the largest 3-year dropout increases are Charlotte-Mecklenburg, Wake, Forsyth, Guilford, and Johnston. Gender, Race, and Age: All ethnic groups, except Multiracial, contributed to the decrease in the number reported dropouts. The dropout rate for American Indian students declined for the fourth consecutive year. Males accounted for 59.7% the reported dropouts. Students dropping out school at ages 15, 16, and 17 decreased, while students ages 18, 19, and 20 increased. Reason Codes: For the fourth consecutive year, there is an increase in the Enrollment in a Community College dropout reason code. Attendance issues are again the reason most ten noted for a reported dropout, accounting for almost half all dropouts. 3

7 115C-12. Powers and duties the Board generally. (27) Reporting Dropout Rates, Suspensions, Expulsions, and Alternative Placements. The State Board shall report annually to the Joint Legislative Education Oversight Committee and the Commission on Improving the Academic Achievement Minority and At-Risk Students on the numbers students who have dropped out school, been suspended, been expelled, or been placed in an alternative program. The data shall be reported in a disaggregated manner and be readily available to the public. The State Board shall not include students that have been expelled from school when calculating the dropout rate. The Board shall maintain a separate record the number students who are expelled from school. Trends and Categorical Data North Carolina s dropouts and dropout rates over time North Carolina recorded 22,434 dropouts in grades 9-12 for , a 4.7% decrease from the count reported in The grade 9-12 dropout rate in was 4.97%, a decrease from the 5.24% rate reported for This 0.27 percentage point decrease in the dropout rate was a 5.2% reduction. and dropout rates from to are shown in Figure 1. 4

8 and Dropout Rates to ,000 20,000 15,000 10,000 5, ,597 21,368 20,202 18,964 20,035 20,175 22,180 23,550 22,434 Dropout Rate Dropout Rate Figure 1. Grade 9-12 dropouts and dropout rates from to The dropout rate is calculated as follows: [(20th Day FM20s + 20th Day ) / 2] + Number The subtraction FM20s is a very minor adjustment to the denominator. FM20s are initial enrollees who were enrolled on the 20 th day in the school year. Initial enrollees are students who drop out after spending 20 days or less in their first enrollment in a particular LEA. Because initial enrollees are exempt from dropout reporting, they must be removed from the measure enrollment in the denominator. Ages and grades dropouts In , as in past years, students dropped out most frequently at grade 9 (32.6%), followed by grade 10 (25.2%), grade 11 (23.3%), and grade 12 (14.8%). Despite the decreases in dropouts shown in Figure 2 below, the proportions dropping out in each high school class are comparable to those in

9 Grade Distribution to 4 5 & Grade Figure 2. Frequency distribution and dropouts by grade. North Carolina s compulsory school law, G.S. 115C-378, requires school attendance for all children between the ages seven and 16. It is reasonable, therefore, that dropout events increase in frequency as students reach 16 years age. Figure 3 shows the distribution dropout events by student age for and Age Distribution to & Age Figure 3. Frequency distribution and dropouts by age. An increase in the average age dropping out can be seen in the age distribution dropouts shown above in Figure 3. In , the numbers students dropping out at ages 18, 19, and 20 increased, while the numbers students dropping out ages 15, 16, and 6

10 17 decreased. This is the continuation a recent trend students staying in school longer before dropping out. Reasons for dropping out State law (G.S. 115C-47) requires that local boards education put in place a mechanism for referring dropouts to appropriate services. Many districts require exit conferences, which provide an opportunity for a discussion the reasons for the decision to drop out. In most districts, school social workers or school counselors are responsible for documenting the reasons for dropping out. By their very nature, dropout events can be difficult to investigate, and there are circumstances when a school ficial has to provide an approximate reason for a student s leaving school. A reason code MOVE is ten used when the student cannot be located. The attendance (ATTD) code has historically been used when one the more specific reasons was not applicable. In 2007, DPI took action to clarify the circumstances when ATTD should be used. The Dropout Data Collecting and Reporting Procedures Manual, published online in August 2007, defined ATTD for use when the student dropped out due to excessive absences that caused the student to become ineligible or in jeopardy becoming ineligible to receive course credits. In order to reduce the inappropriate labeling dropouts due to attendance factors, UNKN ( Unknown ) was introduced as a reason code for UNKN is to be used when no other reason for the dropout can be cited. Three additional reason codes were added for the dropout data collection. Table 1 lists the new reason codes implemented in Table 1. New Dropout Reason Codes Code ENGA EXPC LANG UNKN Reason Lack engagement with school and/or peers Expectations culture, family, or peers Difficulties with English language Unknown As expected, the use ATTD as a reason code declined in , but it again was by far the most widely reported code, accounting for 48% the reasons for students dropping out in grades Table 2 displays the frequencies all reason codes that were submitted for dropout events that occurred in grades 9 through 12. 7

11 Table 2. Grade 9-12 Dropout Reason Codes Reported in Reason Code Count Percent Attendance ATTD % Enrollment in a community college COMM % Academic problems ACAD % Moved, school status unknown MOVE % Unknown UNKN % Choice work over school WORK % Failure to return after a long-term suspension LTSU % Discipline problem DISC % Unstable home environment HOME % Incarcerated in adult facility INCR % Pregnancy PREG % Runaway RNAW % Need to care for children CHLD % Health problems HEAL % Lack engagement with school and/or peers ENGA % Employment necessary EMPL % Suspected substance abuse ABUS % Expectations culture, family, or peers EXPC % Marriage MARR % Difficulties with English language LANG 8 0.0% Total % Students who are expelled from a school and who fail to return to school are coded with Expulsion (EXPL) as a reason for dropping out. In accordance with NC General Statute 115C-12 (21), expelled students are not to be counted in the dropout rate; therefore, these dropout events are not included in the ficial counts or rates that appear in this report. In , there were 64 grade 9-12 dropout events coded with EXPL. Table 3 shows the change in the proportions reason codes reported from to Some the changes are due to the additions the new reason codes, while some are due to actual changes in stated reasons for dropping out and perceptions those reasons by school personnel. 8

12 Table 3. Changes in proportions grade 9-12 dropout reason codes reported in and Percent Codes Reported Change in Percent Reason Attendance 53.2% 48.0% -5.2 Enrollment in a community college 13.6% 16.4% +2.8 Academic problems 7.1% 7.2% +0.1 Moved, school status unknown 10.1% 6.4% -3.7 Unknown % +4.2 Choice work over school 3.6% 3.4% -0.2 Failure to return after a long-term suspension 3.5% 3.4% -0.1 Discipline problem 2.5% 2.3% -0.2 Unstable home environment 1.2% 1.4% +0.2 Incarcerated in adult facility 1.1% 1.3% +0.2 Pregnancy 1.1% 1.1% 0.0 Runaway 0.8% 0.9% +0.1 Need to care for children 0.7% 0.8% +0.1 Health problems 0.8% 0.8% 0.0 Lack engagement with school and/or peers % +0.8 Employment necessary 0.4% 0.7% +0.3 Suspected substance abuse 0.2% 0.3% +0.1 Expectations culture, family, or peers % +0.2 Marriage 0.2% 0.2% 0.0 Difficulties with English language % 0.0 Totals 100.0% 100.0% 0.0 It is likely that in this dropout data collection, the Attendance (ATTD) reason was still being reported for students who disappear seemingly for no reason (instead UNKN). We expect over the next few years for the number the ATTD codes to decrease and the number the UNKN codes to increase. Tracking reason codes over time can assist in identifying the changes in both the outside incentives and the environmental stressors that can lead to dropouts. Figure 4 shows the variation in proportions the six most frequently reported reason codes (other than ATTD) over the last six years. The data point for UNKN (Unknown) is shown for

13 Percent Reported Reason Code Trends (Excludes ATTD) Community College Moved, school unknown Academic problems Choice work over school No return from LT suspension Discipline problem Unknown Figure 4. Proportions grade 9-12 dropout reason codes reported. For the fourth year in a row, an increasing proportion dropouts were identified as leaving school to take part in a community college program. According to state guidelines, students leaving to attend community college programs must be counted as dropouts. According to reason code data, the number students leaving public schools for community college has almost tripled in the last four years. In the report, 1,374 dropout events were coded COMM. The number increased to 1,930 in , to 2,692 in , to 3,207 in , and to 3,684 in The dropout reporting rules in North Carolina require that schools record a dropout for each student who is known to have moved away from the area, but who cannot be verified as attending school elsewhere. In these cases, a reason code MOVE is used. As seen in Figure 4, the proportion grade 9-12 MOVE reason codes in declined, however the introduction the new UNKN code may explain this decline. The combined proportion MOVE and UNKN codes in is approximately the same as the proportion MOVE codes used in It is likely that a number dropouts coded as MOVE or UNKN are false positives, however the requirement to report them provides a necessary incentive to locate all students with the goal enrolling them in school. Gender and race dropouts Historically, males have dropped out more frequently than females, and this pattern was again seen in the dropout data. Males accounted for 59.7 % the dropouts, up from 59.4 % in Table 4 shows the contribution each ethnic group to the total increase in dropouts reported in Note that all groups except Multiracial contributed to the decrease in dropouts reported. 10

14 Table 4. Change in grade 9-12 dropout counts by ethnicity, to Ethnic Group Change American Indian Asian Black Hispanic Multi White Total Figure 5 shows that American Indian, Hispanic, and black students were over-represented in dropout rates, as they were in previous years. The state s grade 9-12 dropout rate in was 4.97 %. American Indian students, however, dropped out at a rate 6.99 %; Hispanic students left school at a rate 6.92 %; and Black students dropped out at a rate 5.95 %. For the first time, the dropout rate for multiracial students moved slightly above the state average at 5.06 %. Grade 9-12 Dropout Rates by Race/Ethnicity Percent Am. Ind Asian Black Hispanic Multi White Total Figure grade 9-12 dropout rates by ethnicity. 11

15 Dropout Rates by Race: Four Years Dropout Rate Am. Ind Asian Black Hispanic Multi White Total Figure 6. Grade 9-12 dropout rates among ethnic groups, to Figure 6 shows the dropout rates for each group over time. The dropout rates for American Indian, Asian, and Hispanic students fell to their lowest levels in the last four years. The dropout rates for black, multiracial, and white students also decreased in , reversing a two-year trend rising rates. Figure 7 illustrates the grade 9-12 dropout rates among combined ethnic and gender groups. Male American Indian students have the highest dropout event rate at 7.89 %, followed by Hispanic males at 7.52 %, black males at 7.33 %, and Hispanic females at 6.28 %. Other groups with rates higher than the state average 4.97 % were American Indian females (6.05 %) and multiracial males (5.86 %). 12

16 Dropout Rates by Race and Gender, Grades Percent Am. Ind. Female Am. Ind. Male Asian Female Asian Male Black Female Black Male Hispanic Female Hispanic Male Multi Female Multi Male White Female White Male Overall Figure 7. Grade 9-12 dropout rates among ethnic/gender groups for Figure 8 shows the changes in grade 9-12 dropout rates for ethnic/gender groupings from to Multiracial males had the highest rate increase 23.6 % during this time period. The other groups with rate increases during this time period were black males (10.9 %), black females (7.8 %), white males (2.8 %), and white females (1.4 %). American Indian males had the largest dropout rate decrease over the period to , 20.3 %. Other groups with rate decreases were American Indian females (17.1 %), Asian females (13.1 %), Asian males (8.4 %), Hispanic males (8.2 %), multiracial females (6.9 %), and Hispanic females (0.8 %). 13

17 Dropout Rates in Grades 9-12 by Race and Gender: 4 Years Percent Am. Ind. Fem Am. Ind. Male Asian Fem Asian Male Black Fem Black Male Hisp Fem Hisp Male Multi Fem Multi Male White Fem White Male Total Figure 8. Grade 9-12 dropout rates for ethnic/gender groups, to Summary Trends In , dropout counts and rates decreased in North Carolina s public schools. The analysis trend data revealed the following significant findings: 1) There was a continuation the trend in increased proportions dropouts being attributed to students choosing to participate in community college programs. In students leaving school for community college accounted for 16.4 % the reasons for dropping out school. 2) There was a continuation the upward trend in the age at which students dropped out school. 3) Despite recent large improvements, male American Indian students have the highest dropout rate (7.89 %) any ethnic/gender group. Other groups with rates substantially higher than the state average are Hispanic males (7.52 %), black males (7.33 %), Hispanic females (6.28 %), American Indian females (6.05 %) and multiracial males (5.86 %). 14

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19 Section 2 Office Dropout Prevention, Intervention & Recovery Services Mission Statement Effective dropout prevention is a comprehensive programming effort that targets individual students, parents, school personnel and the community at large. Winston-Salem/Forsyth County School s dropout prevention efforts are predicated upon the belief that each student is unique and must be nurtured in a manner that will meet their individual needs. To this end, the Winston-Salem/Forsyth County Schools Office Dropout Prevention, Intervention and Recovery Services promotes comprehensive dropout strategies that are grounded in research and address locally identified needs. Table 4 provides an overview the dropout data for grades 7-12 over the past nineteen years. Table 4 Nineteen Years Dropout Data 7-12 Forsyth County Year Dropout Number Dropout Rate , , , , , , , , , , , , , , , , , , ,

20 Nineteen Years Dropout Data 7-12 Forsyth County Dropout Rate Table 5 provides a comparison the State Dropout Rate 7-12 over the past eight years to that Forsyth County. Table 5 State Rate Compared to Forsyth County Rate 7-12 Year State Rate Forsyth County Rate % 3.72% % 3.94% % 3.56% % 3.46% % 3.47% % 4.02 % % 4.51% % 3.88% 17

21 State Rate Compared to Forsyth County Rate % 4.50% 4.00% 3.50% 3.00% 2.50% 2.00% 1.50% 1.00% 0.50% 0.00% State Rate Forsyth County Rate Table 6 provides an overview the dropout data for grades 9-12 over the past nineteen years. Table 6 Nineteen Years Dropout Data 9-12 Forsyth County Year Dropout Number Dropout Rate

22 Nineteen Years Dropout Data 9-12 Forsyth County Dropout Rate Table 7 provides a comparison the State Dropout Rate 9-12 over the past eight years to that Forsyth County. Table 7 State Rate Compared to Forsyth County Rate 9-12 Year State Rate Forsyth County Rate % 5.54% % 5.82% % 5.33% % 5.18% % 5.00% % 5.74 % % 6.43% % 5.49% 19

23 State Rate Compared to Forsyth County Rate % 6.00% 5.00% 4.00% 3.00% 2.00% 1.00% 0.00% State Rate Forsyth County Rate WS/FCS Dropout Events and Rates to DO Rate DO Events DO Rate DO Events 20

24 Dropout rates are computed at DPI, using the following formula: Total Number [20th Day minus Initial Enrollees (FM20s) + 20th Day ] divided by 2 + Numerator) GRADES 7-12 GRADES th day , th day ,924 Total 926 (3.88%) -20 th day , th day ,438 Total 898 (5.49%) Note: -20 th day number based on Principal Monthly Report, Minus Violations Column Dropout Summary Grades 1-12 grades one through six had three dropouts reported during Table 8 provides the grade distribution for dropouts for the school year in Forsyth County. Table 8 Grades 1-12 Distribution for Grade(s) Students Students % % % % % % % Total % 21

25 Students below the age 16 comprised 1.61% the dropouts during All students under the age 16 are subject to the compulsory attendance law (G.S. 115C-378). Until such time as the student reaches age 16, the Winston-Salem/Forsyth County Schools are obligated to continue and document efforts to bring the students back into the public school system. Table 9 provides the numbers and percentages for the ages dropouts in Forsyth County. Table 9 Age Breakdown Grades 1-12 Age Students Percent Students below over % % % % % % Total % WS/FCS by Age Compared to the State Age WS/FCS State below over 19 22

26 Table 10 and 11 provide a break down Race and Gender the student that dropped out school during in Forsyth County. Table 10 Ethnic Breakdown Grades 7-12 Ethnicity Students White % 47.45% Black % 34.66% Hispanic % 12.25% Other (American Indian, Asian, Multi-Racial) % 5.64% Total % 100% Ethnic Breakdown % 3% 35% White Black Hispanic Other 45% 23

27 Ethnicity/Gender Table 11 Gender Breakdown Grades 7-12 Students Percent Percent White Male % 24.42% White Female % 23.03% Black Male % 17.19% Black Female % 17.46% Hispanic Male % 6.13% Hispanic Female % 6.12% American Indian Male % 0.11% American Indian Female % 0.12% Asian Male % 0.95% Asian Female % 0.97% Multi-Racial Male % 1.74% Multi-Racial Female % 1.76% Total % * 100% * Due to rounding numbers total percentage may not equal 100% Exceptionality Classification: In grades 7-12, 17.71% the dropouts had been enrolled in an exceptional children s program. (164 students) National Origin Minority Students: In grades 7-12, 10.58% the dropouts were participants in English as a Second Language (ESL) Program. (98 students) Reasons for Dropping Out: The reasons for dropping out school as provided by school personnel for students in grades 7-12 are reflected in Table

28 Table 12 Reasons Given for Dropping Out School Grades 7-12 Reason for Drop Percent Drops Definition % Suspected substance abuse % Academic problem % Attendance % Need to care for children % Community College % Discipline problem % Employment necessary % Lack Student Engagement % Expectations Others % Health problem % Unstable home environment % Incarcerated in adult facility % Failure to return after long-term suspension % Moved, school status unknown % Pregnancy % Runaway % Unknown % Choice work over school Dropout Reasons ABUS (1) ACAD (48) ATTD (436) CHLD (3) COMM (239) DISC (9) EMPL (5) ENGA (6) EXPC (1) HEAL (15) HOME (11) INCR (11) LANG (0) LTSU (34) MARR (0) MOVE (50) PREG (3) RNAW (6) UNKN (14) WORK (34) Reason for Drop 25

29 Dropout Data for Middle Schools (7-8) and High Schools (9-12) Table 13 Middle School Duplicated Data Middle Schools # Dropout Rate Clemmons % East Forsyth % Griffith/MSA % Hanes % Hill % Homebound/Hospital % Jefferson % Kennedy % Kernersville % Lowrance % Meadowlark % Mineral Springs % Northwest % Paisley % Philo % Southeast % Walkertown % Wiley % WS Prep % Total 26 26

30 Table 14 High School Duplicated Data Regular High Schools # Dropout Rate Atkins School Biotechnology % Atkins School Computer Technology % Atkins School Pre-Engineering % Carver % East Forsyth % Glenn % Mt. Tabor % North Forsyth % Parkland % Reagan % Reynolds % West Forsyth % Total 797 Special Schools # Dropout Rate Carter Vocational % Griffith Academy % Kennedy % Lowrance % Middle College % Winston-Salem Preparatory Academy % Total

31 Dropout Rates for WS/FCS High Schools Compared to the State Average and Forsyth County's Average Dropout Rate Atkins Bio Atkins Comp Atkins Pre-E Carver East Glenn Mt. Tabor North Parkland Reagan Reynolds West W-S Prep 2008 WS/FCS HS 2008 State NC Average 2008 WS/FCS Average Dropout Rates for the Winston Salem/Forsyth County High Schools compared to the State Average and Forsyth County s Average. WS/FCS by Grades 9-12 Compared to the State Average % 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% WS/FCS State 0.0% Grade 9 Grade 10 Grade 11 Grade 12 28

32 Analysis Grades 9-12 Dropout Population by Grade, Ethnicity and Gender Table 15 Ethnicity/Gender Grade Black Female Black Male White Female White Male Hispanic Female Hispanic Male Other Female Other Male Total Female Total Male Grand Total Total Percent 18.5% 26.9% 15.4% 19.6% 6.7% 9.5% 1.7% 1.7% 42.3% 57.7% 100% Analysis Grades 9-12 Total School Population by Grade, Ethnicity and Gender Table 16 Ethnicity/Gender Grade Black Female Black Male White Female White Male Hispanic Female Hispanic Male Other Female Other Male Total Female Total Male Grand Total Total Percent 18.2% 17.6% 23.5% 24.8% 5.4% 5.1% 2.7% 2.7% 49.8% 50.2% 100% 29

33 Section 3 Individual High School Descriptive Dropout Summary Data collection procedures for the State Dropout Report target a number variables on student dropouts. Summary statistics on these variables help define at-risk populations and should be used for focusing on dropout prevention efforts. This section will consist six tables which will provide the descriptive dropout summary data for each high school. Included under Special Program Information are the dropouts who have participated in the Exceptional Children s (EC) Program and have taken English as a Second Language (ESL) Program. Tables provide the following information for each high school: (a) Age Distribution (b) Grade Distribution (c) Ethnic Distribution (d) Gender Distribution (e) Special Program Information (f ) Dropout Reasons 30

34 Atkins School Biotechnology Table 17a Age Distribution AGE 0 Under Age % % 2 Age % % 9 Age % % 13 Age % % 4 Age % % 1 Over Age % 3.99% 29 Total 100% %* * Due to rounding numbers total percentage may not equal 100% Grade Table 17b Grade Distribution % % % % % % % % Total %* %* * Due to rounding numbers total percentage may not equal 100% 31

35 Atkins School Biotechnology Ethnicity Table 17c Ethnic Distribution White % % Black % % Hispanic % % Other % % Total % % White Black Hispanic Other Gender Table 17d Gender Distribution Female % % Male % % Female % % Male % % Female % % Male % % Female % % Male % % Total % % 32

36 Table 17e Atkins School Biotechnology Special Program Information Number Students Dropped School Total Exceptional Children % % ESL Students % % Non-EC/ESL % % Total % 302* % * *Due to students being both EC and ESL number and percentage is greater than the total. Table 17f Atkins School Biotechnology Dropout Reasons Reasons Reason Given for Dropping Out 0 Suspected substance abuse 0 Academic problem 23 Attendance 0 Need to care for children 6 Community College 0 Discipline problem 0 Employment necessary 0 Lack Student Engagement 0 Expectations Others 0 Health problem 0 Unstable home environment 0 Incarcerated in adult facility 0 Frustrations arising from adapting to English 0 Failure to return after long-term suspension 0 Marriage 0 Moved, school status unknown 0 Pregnancy 0 Runaway 0 Unknown 0 Choice work over school 33

37 Atkins School Computer Technology Table 18a Age Distribution AGE 0 Under Age % % 1 Age % % 9 Age % % 8 Age % % 7 Age % % 1 Over Age % % 26 Total 100%* %* * Due to rounding numbers total percentage may not equal 100% Grade Table 18b Grade Distribution % % % % % % % % Total %* %* * Due to rounding numbers total percentage may not equal 100% 34

38 Atkins School Computer Technology Ethnicity Table 18c Ethnic Distribution White % % Black % % Hispanic % % Other % % Total % %* * Due to rounding numbers total percentage may not equal 100% White Black Hispanic Other Gender Table 18d Gender Distribution Female % % Male % % Female % % Male % % Female % % Male % % Female % % Male % % Total %* % *Due to rounding numbers total percentage may not equal 100% 35

39 Table 17e Atkins Computer Technology Special Program Information Number Students Dropped School Total Exceptional Children % % ESL Students % % Non-EC/ESL % % Total % 351* % * *Due to students being both EC and ESL number and percentage is greater than the total. Table 18f Atkins School Computer Technology Dropout Reasons Reasons Reason Given for Dropping Out 0 Suspected substance abuse 0 Academic problem 17 Attendance 0 Need to care for children 8 Community College 0 Discipline problem 0 Employment necessary 0 Lack Student Engagement 0 Expectations Others 0 Health problem 0 Unstable home environment 1 Incarcerated in adult facility 0 Frustrations arising from adapting to English 0 Failure to return after long-term suspension 0 Marriage 0 Moved, school status unknown 0 Pregnancy 0 Runaway 0 Unknown 0 Choice work over school 36

40 Atkins School Pre-Engineering Table 19a Age Distribution AGE 0 Under Age % % 3 Age % % 7 Age % % 10 Age % % 4 Age % % 0 Over Age % % 24 Total 100%* %* *Due to rounding numbers total percentage may not equal 100% Grade Table 19b Grade Distribution % % % % % % % % Total % %* *Due to rounding numbers total percentage may not equal 100% 37

41 Atkins School Pre-Engineering Ethnicity Table 19c Ethnic Distribution White % % Black % % Hispanic % % Other % % Total % % White Black Hispanic Other Gender Table 19d Gender Distribution Female % % Male % % Female % % Male % % Female % % Male % % Female % % Male % % Total % %* *Due to rounding numbers total percentage may not equal 100% 38

42 Table 19e Atkins School Pre-Engineering Special Program Information Number Students Dropped School Total Number Exceptional Children % % ESL Students % % Non-EC/ESL % % Total 24* 100%* 284* %* *Due to students being both EC and ESL number and percentage is greater than the total. Table 19f Atkins School Pre-Engineering Dropout Reasons Reasons Reason Given for Dropping Out 0 Suspected substance abuse 0 Academic problem 22 Attendance 0 Need to care for children 1 Community College 0 Discipline problem 0 Employment necessary 0 Lack Student Engagement 0 Expectations Others 0 Health problem 0 Unstable home environment 1 Incarcerated in adult facility 0 Frustrations arising from adapting to English 0 Failure to return after long-term suspension 0 Marriage 0 Moved, school status unknown 0 Pregnancy 0 Runaway 0 Unknown 0 Choice work over school 39

43 Carver High School Table 20a Age Distribution AGE 0 Under Age % % 6 Age % % 25 Age % % 20 Age % % 17 Age % % 6 Over Age % % 74 Total 100% % Grade Table 20b Grade Distribution % % % % % % % % Total % %* *Due to rounding numbers total percentage may not equal 100% 40

44 Carver High School Ethnicity Table 20c Ethnic Distribution White % % Black % % Hispanic % % Other % % Total % % White Black Hispanic Other Gender Table 20d Gender Distribution Female % % Male % % Female % % Male % % Female % % Male % % Female % % Male % % Total % % 41

45 Table 20e Carver High School Special Program Information Number Students Dropped School Total Number Exceptional Children % % ESL Students % % Non-EC/ESL % % Total % 907* %* *Due to students being both EC and ESL number and percentage is greater than the total. Table 20f Carver High School Dropout Reasons Reasons Reason Given for Dropping Out 0 Suspected substance abuse 32 Academic problem 26 Attendance 0 Need to care for children 3 Community College 2 Discipline problem 0 Employment necessary 2 Lack Student Engagement 0 Expectations Others 1 Health problem 2 Unstable home environment 0 Incarcerated in adult facility 0 Frustrations arising from adapting to English 0 Failure to return after long-term suspension 0 Marriage 2 Moved, school status unknown 1 Pregnancy 0 Runaway 1 Unknown 1 Choice work over school 42

46 East Forsyth High School Table 21a Age Distribution AGE 1 Under Age % % 14 Age % % 25 Age % % 33 Age % % 5 Age % % 4 Over Age % % 82 Total 100% % Grade Table 21b Grade Distribution % % % % % % % % Total % % 43

47 East Forsyth High School Ethnicity Table 21c Ethnic Distribution White % % Black % % Hispanic % % Other % % Total % % White Black Hispanic Other Gender Table 21d Gender Distribution Female % % Male % % Female % % Male % % Female % % Male % % Female % % Male % % Total %* % *Due to rounding numbers total percentage may not equal 100% 44

48 Table 21e East Forsyth High School Special Program Information Number Students Dropped School Total Exceptional Children % % ESL Students % % Non-EC/ESL % % Total 82* 100* 1883* * *Due to students being both EC and ESL number and percentage is greater than the total. Table 21f East Forsyth High School Dropout Reasons Reasons Reason Given for Dropping Out 0 Suspected substance abuse 1 Academic problem 36 Attendance 0 Need to care for children 29 Community College 1 Discipline problem 0 Employment necessary 1 Lack Student Engagement 1 Expectations Others 0 Health problem 0 Unstable home environment 0 Incarcerated in adult facility 0 Frustrations arising from adapting to English 1 Failure to return after long-term suspension 0 Marriage 8 Moved, school status unknown 0 Pregnancy 0 Runaway 0 Unknown 4 Choice work over school 45

49 Glenn High School Table 22a Age Distribution AGE 1 Under Age % % 8 Age % % 26 Age % % 24 Age % % 13 Age % % 3 Over Age % % 75 Total 100% % Grade Table 22b Grade Distribution % % % % % % % % Total % %* *Due to rounding numbers total percentage may not equal 100% Glenn High School 46

50 Ethnicity Table 22c Ethnic Distribution White % % Black % % Hispanic % % Other % % Total %* % *Due to rounding numbers total percentage may not equal 100% White Black Hispanic Other Gender Table 22d Gender Distribution Female % % Male % % Female % % Male % % Female % % Male % % Female % % Male % % Total % % 47

51 Table 22e Glenn High School Special Program Information Number Students Dropped School Total Number Exceptional Children % % ESL Students % % Non-EC/ESL % % Total % % Table 22f Glenn High School Dropout Reasons Reasons Reason Given for Dropping Out 0 Suspected substance abuse 0 Academic problem 50 Attendance 2 Need to care for children 14 Community College 0 Discipline problem 0 Employment necessary 0 Lack Student Engagement 0 Expectations Others 0 Health problem 0 Unstable home environment 3 Incarcerated in adult facility 0 Frustrations arising from adapting to English 0 Failure to return after long-term suspension 0 Marriage 1 Moved, school status unknown 1 Pregnancy 1 Runaway 0 Unknown 3 Choice work over school 48

52 Mount Tabor High School Table 23a Age Distribution AGE 2 Under Age % % 6 Age % % 21 Age % % 21 Age % % 6 Age % % 4 Over Age % % 60 Total 100% % Grade Table 23b Grade Distribution % % % % % % % % Total % %* *Due to rounding numbers total percentage may not equal 100% 49

53 Mount Tabor High School Ethnicity Table 23c Ethnic Distribution White % % Black % % Hispanic % % Other % % Total % % White Black Hispanic Other Gender Table 23d Gender Distribution Female % % Male % % Female % % Male % % Female % % Male % % Female % % Male % % Total % % 50

54 Table 23e Mount Tabor Special Program Information Number Students Dropped School Total Number Exceptional Children % % ESL Students % % Non-EC/ESL % % Total % 1764* %* *Due to students being both EC and ESL number and percentage is greater than the total. Table 23f Mount Tabor High School Dropout Reasons Reasons Reason Given for Dropping Out 0 Suspected substance abuse 0 Academic problem 24 Attendance 0 Need to care for children 16 Community College 1 Discipline problem 1 Employment necessary 0 Lack Student Engagement 0 Expectations Others 0 Health problem 0 Unstable home environment 2 Incarcerated in adult facility 0 Frustrations arising from adapting to English 0 Failure to return after long-term suspension 0 Marriage 5 Moved, school status unknown 0 Pregnancy 1 Runaway 8 Unknown 2 Choice work over school 51

55 North Forsyth High School Table 24a Age Distribution AGE 1 Under Age % % 18 Age % % 28 Age % % 37 Age % % 15 Age % % 6 Over Age % % 105 Total 100% % Grade Table 24b Grade Distribution % % % % % % % % Total % % 52

56 North Forsyth High School Ethnicity Table 24c Ethnic Distribution White % % Black % % Hispanic % % Other % % Total % % White Black Hispanic Other Gender Table 24d Gender Distribution Female % % Male % % Female % % Male % % Female % % Male % % Female % % Male % % Total % % 53

57 Table 24e North Forsyth High School Special Program Information Number Students Dropped School Total Number Exceptional Children % % ESL Students % % Non-EC/ESL % % Total 105* 100%* 1233* %* *Due to students being both EC and ESL number and percentage is greater than the total. Table 24f North Forsyth High School Dropout Reasons Reasons Reason Given for Dropping Out 0 Suspected substance abuse 7 Academic problem 41 Attendance 1 Need to care for children 15 Community College 4 Discipline problem 0 Employment necessary 1 Lack Student Engagement 0 Expectations Others 7 Health problem 7 Unstable home environment 2 Incarcerated in adult facility 0 Frustrations arising from adapting to English 0 Failure to return after long-term suspension 0 Marriage 8 Moved, school status unknown 0 Pregnancy 1 Runaway 1 Unknown 10 Choice work over school 54

58 Parkland High School Table 25a Age Distribution AGE 2 Under Age % % 10 Age % % 41 Age % % 38 Age % % 17 Age % % 3 Over Age % % 111 Total 100% % Grade Table 25b Grade Distribution % % % % % % % % Total % % 55

59 Parkland High School Ethnicity Table 25c Ethnic Distribution White % % Black % % Hispanic % % Other % % Total %* %* *Due to rounding numbers total percentage may not equal 100% White Black Hispanic Other Gender Table 25d Gender Distribution Female % % Male % % Female % % Male % % Female % % Male % % Female % % Male % % Total % % 56

60 Table 25e Parkland High School Special Program Information Number Students Dropped School Total Number Exceptional Children % % ESL Students % % Non-EC/ESL % % Total 111* 100%* 1452* %* *Due to students being both EC and ESL number and percentage is greater than the total. Table 25f Parkland High School Dropout Reasons Reasons Reason Given for Dropping Out 0 Suspected substance abuse 2 Academic problem 56 Attendance 0 Need to care for children 46 Community College 0 Discipline problem 1 Employment necessary 0 Lack Student Engagement 0 Expectations Others 0 Health problem 0 Unstable home environment 0 Incarcerated in adult facility 0 Frustrations arising from adapting to English 0 Failure to return after long-term suspension 0 Marriage 3 Moved, school status unknown 0 Pregnancy 2 Runaway 0 Unknown 1 Choice work over school 57